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If There’s TPACK, is There Technological Pedagogical Reasoning and Action?
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, William & Mary School of Education, United States ; , Faculty of Education, Monash University, Australia

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The notion of pedagogical content knowledge (PCK) was modified by multiple authors to become technological pedagogical content knowledge (TPCK or TPACK), spawning much active and dynamic scholarship since 2001. Currently, many researchers see TPCK/TPACK as the knowledge that teachers need to integrate technologies effectively into learning and teaching. Shulman’s PCK, however, was just one element in a much larger conceptualization of a knowledge base for educators, and that full range of knowledge was posited as being used by teachers in recursive processes of pedagogical reasoning and action. This begs the question: if there is TPCK/TPACK, which is rooted in PCK, as many studies have suggested, is there also technological pedagogical reasoning and action (TPR&A)? If so, what are its distinguishing characteristics? If not, why would TPCK not be mirrored in TPR&A? These questions are addressed in the following multivocal literature review.

Citation

Harris, J. & Phillips, M. (2018). If There’s TPACK, is There Technological Pedagogical Reasoning and Action?. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2051-2061). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2023 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

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Cited By

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  • Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1

    Joke Voogt, University of Amsterdam/ Windesheim University of Applied Sciences, Netherlands; Michael Phillips, Monash University, Australia; Ottavia Trevisan & Marina de Rossi, University of Padova, Italy; Anneke Smits, Henk La Roi & Roland Bruijn, Windesheim University of Applied Sciences, Netherlands; Judi Harris & Mark Hofer, William & Mary School of Education, United States; Petra Fisser, Netherlands Institute for Curriculum Development, Netherlands

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 13–16

  • PCK and TPCK/TPACK: More than Etiology

    Michael Phillips, Faculty of Education, Monash University, Australia; Judi Harris, William & Mary School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116

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